A short lesson on using vocabulary cartoons in the classroom.

1. Vocabulary cartoons A Reading Strategy to Improve Vocabulary Comprehension By Sarah Zboralski

2. Overview of strategy Student’s will complete a Concept Map graphic organizer prior to creating the cartoon to first understand the vocabulary word. Students will draw a picture of what the vocabulary word means. Students will use the vocabulary word correctly in a sentence to further explain it’s meaning.

3. Objectives for Participants Participants will learn a new tool for their toolbox to teach vocabulary that can be modified and adapted to fit with any grade level and content area. Participants will learn how to use a concept map graphic organizer to more clearly define what a vocabulary word is, what it is not, and examples of the word in context. Participants will learn how to create a lesson using vocabulary cartoons to enhance and clarify understandings of vocabulary words. Participants will have a greater understanding of student’s current level of understanding with the selected vocabulary terms.

4. Vocabulary Cartoon Lesson Students are asked to identify 4-5 words in their independent novels that they do not know the meaning of during independent reading time. (30 minutes) Students are then asked to choose 2 of those words to use for their vocabulary cartoons. (5-10 minutes) Students are given the Concept Definition Map graphic organizer to complete Students use a dictionary and their own independent novels to determine what they thought was the correct meaning or use of the word. (5-10 minutes)

5. 5. The students need to define what the word is, what it is not, some examples of the word being used, and a small sketch of what the word means (this can be a rough draft for the cartoon). (20-30 minutes) 6. Once the Concept Map is approved by the teacher, the student can then move forward with the creation of their vocabulary cartoon. (15-20 minutes) 7. Students can then share their cartoons with the class, or the teacher can put them up in the classroom

6. Concept Definition Map Graphic Organizer There is also a more sophisticated version of this organizer for students who know the literal meaning but may struggle with the figurative or deeper meaning.

7. Impact on student learning According to the text Strategic Reading in the Content Areas, vocabulary deficiencies tend to be a primary cause of academic failure (Billmeyer, 95). However, vocabulary is not always explicitly taught in the classroom. More attention and instruction needs to be given to vocabulary. To teach vocabulary in the classroom, teachers need to have a language-rich environment, teach specific words during language arts and during specific content study, and teach strategies for learning new words. (Temple, Ogle, Crawford, & Freppon, 185). Vocabulary instruction is an important part of reading instruction and providing unique and engaging activities to learn new vocabulary is more motivating and effective to student’s learning.

8. References Billmeyers, Rachel. ( 2006). Strategies to Engage the Mind of the Learner. Nebraska: Rachel Billmeyer, Rachel & Associates, Inc. Billmeyers, Rachel. (2004). Strategic Reading in the Content Areas. Nebraska: Rachel Billmeyer, Rachel & Associates, Inc. Temple, C., Ogle, D., Crawford, A., & Freppon, P. (2008). All Children Read: Teaching for literacy in today’s diverse classrooms. Boston: Pearson Education, Inc.